When we introduce new technology tools to our students, the focus for the projects can stray away from content with the end products becoming technology demonstrations of flashy new features instead of compelling examples of what our students have learned. As we look to integrate digital storytelling in our classrooms, it is imperative that we maintain high expectations and apply rigorous standards to the production of digital stories. Our students must become savvy writers and designers, creating digital stories that take advantage of, rather than suffer from, the visually stunning effects today’s tools provide.

Advanced thinking in project work does not mean more technology. Creating superior digital stories lies more in meta-cognition than in manipulation. Most editing software comes equipped with a plethora of transitions, visual and audio effects, background music, and text styles. When turned loose with all these choices, students will often cram as many effects as possible into a three-minute story for no other reason than “I could” or “They look cool.”

Repeating the mantra “Less is more” helps my students improve the quality of their digital stories. We also focus on a strong narrative and a true understanding of how and why to use movement, transitions, and sounds.

The foundation of a good digital story is a solid piece of writing that includes a point, dramatic question, and emotional content. In addition to these key elements, I have my students focus on verb choice, observations, and keeping their writing concise.

Precise verbs drive a story.
Action verbs provide a far richer meaning and appeal to the senses better than linking verbs. Looking at my cat Sunny next to me, I might write “The cat was relaxed,” but a better choice would be “The cat lounged on the couch.” Verbs with a definite meaning also help the viewer create a more accurate mental picture of the story. The word “walk” is not nearly as descriptive as “saunter,” “stroll,” “stagger,” “stomp,” or “strut.”

Effective writers must observe carefully.
When viewers observe our stories, they infer meaning. If we make these inferences for them, we cheat our audience. “He was mad,” tells the audience, but “His nostrils flared, his teeth clenched, and his eyes bulged” allows the viewer to draw their own inferences and become a more active participant in the story. Including sensory terms and descriptions allows the audience to create the picture in their minds.

Too much background dilutes a story.
Feeling like they need to set up an entire scene so they don’t confuse their audience, writers often add too much detail. However, a carefully written first sentence can take us right into the story. The viewer will figure out what is happening based on their own experiences.